Efficacy and Social Validity of Peer Support Arrangements for Adolescents with Disabilities

Current research and policy emphasize providing students with severe disabilities with the supports needed to participate socially and academically within inclusive classrooms. The authors examined the efficacy and acceptability of peer support arrangements as an avenue for promoting the participati...

Full description

Saved in:
Bibliographic Details
Published in:Exceptional children 2011-09, Vol.78 (1), p.107-125
Main Authors: Carter, Erik W., Moss, Colleen K., Hoffman, Alicia, Chung, Yun-Ching, Sisco, Lynn
Format: Article
Language:English
Subjects:
Academic Accommodations (Disabilities)
Adolescents
Classrooms
Communication Skills
Core Curriculum
Disabled students
Education
Educational Opportunities
General Education
Grouping (Instructional Purposes)
High School Students
Inclusion
Interaction
Interpersonal Relationship
Intervention
Learner Engagement
Literature Reviews
Mainstreaming
Methods
Middle School Students
Middle Schools
Paraprofessional School Personnel
Peer Influence
Peer Relationship
Peer-group tutoring of students
Peers
Performance Based Assessment
Politics of Education
Proximity
Regular and Special Education Relationship
Severe Disabilities
Skills
Social Development
Social interaction
Social Support Groups
Student Needs
Student Participation
Students with disabilities
Studies
Teenagers
Validity
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Current research and policy emphasize providing students with severe disabilities with the supports needed to participate socially and academically within inclusive classrooms. The authors examined the efficacy and acceptability of peer support arrangements as an avenue for promoting the participation of 3 students with severe disabilities in high school general education classrooms. In addition, they examined the specific supports students received from their peers and individually assigned paraprofessionals throughout the semester. Increases in peer interaction were evident for all students and peer partners were able to provide an array of academic- and social-related supports to their classmates with severe disabilities without concurrent decreases in academic engagement. The article offers recommendations for further refining and strengthening peer support interventions through future research and practice.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440291107800107